Psychoeducational Evaluation Services

A psychoeducational evaluation consists of a variety of individually administered assessment tools used to identify specific learning disabilities, attention deficit (ADHD), intellectual giftedness and learning strengths and weaknesses. A psychoeducational evaluation includes standardized tests of intelligence, academic achievement, and information processing skills. Parent and teacher observations of social and emotional functioning are included in the process as well as interviews with the parents and with the student.

The psychoeducational evaluation identifies the student’s learning style, learning strengths and areas in need of improvement.  Evaluation is designed to identify and diagnose learning difficulties related to:

  • Attention deficit disorder
  • Dyslexia and other reading disabilities
  • Learning disabilities in reading, math and written language
  • Language processing
  • Visual/perceptual and visual-motor skills
  • Memory

At the evaluation’s completion, should a learning weakness be identified, the assessment provides information which can be used in developing an individualized plan at the student’s school. The evaluation results may be utilized to assist students, families and teachers to better understand the student’s learning strengths and challenges, and to assist in the planning of strategies targeted at improving both personal and academic success at home and in the classroom.

Evaluation results are subject to the highest level of confidentiality.  A release of information by the student’s parents is obtained before information is discussed with any other party.

The process begins with a telephone interview designed to determine whether or not an evaluation is appropriate to answer your questions and address your needs. If you choose to proceed with an evaluation, we will work with you to establish a timeline of sessions that fits your schedule. The entire evaluation process spans approximately two to three weeks and involves approximately six hours of personal contact with Mr. Chandler or Ms. Sowell. Saturday appointments are available.

A comprehensive psychoeducational evaluation typically includes:

  • One or two testing sessions with a psychological examiner.
  • Parent and student interview.
  • Parent and teacher observations and rating scales.
  • A feedback session to review evaluation results and determine recommendations to enhance academic functioning.
  • A school visit to review test results with school personnel (available upon request; additional charges may apply).
The feedback session is scheduled within 2 weeks after testing is completed.  Most evaluations take place in our offices; however, in some instances assessments may be scheduled at the student’s school.

Specific Psychoeducational Evaluation Services for High School and College-Bound students

Many students who have been eligible for an Individual Education Plan (IEP) or have had a history of learning difficulties in elementary, middle or high school, may be eligible for appropriate program modifications and accommodations, such as extended time (or others), on college entrance examinations, such as the ACT and SAT.  These students will require a comprehensive psychoeducational evaluation to be conducted within three years of application to take the college entrance exams.  This procedure also applies to other standardized tests such as the Praxis, GRE, the ISEE, etc.

In addition, students, through application with the Students with Disabilities office at their universities, can be eligible for appropriate program accommodations to assist them in their college curriculum.  These modifications also require a comprehensive psychoeducational evaluation within three years in order to be eligible for these college services.

School Consultation

School consultation services consist of assisting the school personnel with curriculum planning and implementation of the recommended modifications and accommodations. The goals are to facilitate the student’s academic success and thereby enhance self-esteem.

Transitional Planning

Transitional planning can be useful to assist students transitioning from the K-12 system to the college setting. For students with disabilities, there are significant differences between those accommodations and services provided in high school and those provided in college. Transitional planning and coaching can assist students and their families to navigate the process of registering with the college/university Disability Services office, formulate reasonable expectations, and develop self-advocacy skills.